Competition for high grades seriously limits the quality of learning at all levels of education.
Write a response in which you discuss the extent to which you agree or disagree with the statement and explain your reasoning for the position you take. In developing and supporting your position, you should consider ways in which the statement might or might not hold true and explain how these considerations shape your position.
It is a common belief that competition and learning go hand in hand, that is, they co-exist. The prompt suggests that when there is competition for high grades, irrespective of the level of education, then it has an adverse effect on the quality of learning. I agree with this statement and I shall be advocating this with the help of a couple of examples.
Firstly, one can easily observe that when there is competition for getting the highest grades among the students, their anxiety increases and they become desperate to score as much as they can. When competing to get the highest marks, for instance, the students tend to skip the portion of the syllabus which would fetch them less marks and focus more on the portion carrying more marks. This significantly affects their quality of learning. It can also be observed that when nervous, students tend to make more, perhaps, asinine mistakes. Mistakes that they would not have made otherwise. Thus, this example elucidates that competition degrades learning quality.
Moreover, when there is no fear or anticipation of competition, the students become better learner. This is evident from the fact that whatever we learn on our own, i.e., the things that interests us and we look them up on, say, the internet or in some books just to satisfy our thirst for information, stays in our head for much longer. Countless studies have reached the same conclusion that in environment where there is no competition for marks, every student performs much better than in environment where there is competition among children. For example, in countries like Finland where students do not appear in any kind of exams until very late in their schooling life, thus echoing the reasoning of the prompt, students fare much better. The average students in those countries are more intelligent than the average students who continuously face competition. This suggests that their quality of learning is much better.
Some may argue that strong competition instills in students the urge to study harder, with much more diligence than they ever would have. Some would even point out that some students study just because they want to be ahead. But, from the above examples, it is clear that competition for higher grades does not do good to every student. Yes, some students may study hard to get good grades, but those who cannot get good grades and are eventually teased by their peers for their poor marks get discouraged in the long run. Hence, I stand by the fact that competition for getting good marks is deleterious to quality of learning.
| Post date | Users | Rates | Link to Content |
|---|---|---|---|
| 2020-01-21 | Himanshu Sharma | 66 | view |
| 2020-01-05 | stevewang1007 | 70 | view |
| 2019-11-07 | kook | 66 | view |
| 2019-10-11 | Mohit Raghuvanshi | 50 | view |
| 2019-10-06 | omarsamiiir | 50 | view |
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Grammar and spelling errors:
Line 1, column 53, Rule ID: AFFORD_VB[1]
Message: This verb is used with the infinitive: 'to go'
Suggestion: to go
...on belief that competition and learning go hand in hand, that is, they co-exist. T...
^^
Line 2, column 326, Rule ID: FEWER_LESS[2]
Message: Did you mean 'fewer'? The noun marks is countable.
Suggestion: fewer
... of the syllabus which would fetch them less marks and focus more on the portion car...
^^^^
Line 4, column 10, Rule ID: MASS_AGREEMENT[2]
Message: Possible agreement error - use third-person verb forms for singular and mass nouns: 'argues'.
Suggestion: argues
...y of learning is much better. Some may argue that strong competition instills in stu...
^^^^^
Transition Words or Phrases used:
also, but, first, firstly, hence, if, look, may, moreover, so, still, then, thus, for example, for instance, kind of
Attributes: Values AverageValues Percentages(Values/AverageValues)% => Comments
Performance on Part of Speech:
To be verbs : 16.0 19.5258426966 82% => OK
Auxiliary verbs: 11.0 12.4196629213 89% => OK
Conjunction : 9.0 14.8657303371 61% => OK
Relative clauses : 26.0 11.3162921348 230% => Less relative clauses wanted (maybe 'which' is over used).
Pronoun: 50.0 33.0505617978 151% => Less pronouns wanted
Preposition: 51.0 58.6224719101 87% => OK
Nominalization: 21.0 12.9106741573 163% => OK
Performance on vocabulary words:
No of characters: 2152.0 2235.4752809 96% => OK
No of words: 434.0 442.535393258 98% => OK
Chars per words: 4.95852534562 5.05705443957 98% => OK
Fourth root words length: 4.56428161445 4.55969084622 100% => OK
Word Length SD: 2.56827185126 2.79657885939 92% => OK
Unique words: 219.0 215.323595506 102% => OK
Unique words percentage: 0.504608294931 0.4932671777 102% => OK
syllable_count: 648.9 704.065955056 92% => OK
avg_syllables_per_word: 1.5 1.59117977528 94% => OK
A sentence (or a clause, phrase) starts by:
Pronoun: 12.0 6.24550561798 192% => OK
Article: 6.0 4.99550561798 120% => OK
Subordination: 2.0 3.10617977528 64% => OK
Conjunction: 1.0 1.77640449438 56% => OK
Preposition: 3.0 4.38483146067 68% => OK
Performance on sentences:
How many sentences: 20.0 20.2370786517 99% => OK
Sentence length: 21.0 23.0359550562 91% => OK
Sentence length SD: 55.9892846891 60.3974514979 93% => OK
Chars per sentence: 107.6 118.986275619 90% => OK
Words per sentence: 21.7 23.4991977007 92% => OK
Discourse Markers: 5.8 5.21951772744 111% => OK
Paragraphs: 4.0 4.97078651685 80% => OK
Language errors: 3.0 7.80617977528 38% => OK
Sentences with positive sentiment : 11.0 10.2758426966 107% => OK
Sentences with negative sentiment : 7.0 5.13820224719 136% => OK
Sentences with neutral sentiment: 2.0 4.83258426966 41% => OK
What are sentences with positive/Negative/neutral sentiment?
Coherence and Cohesion:
Essay topic to essay body coherence: 0.151150767054 0.243740707755 62% => OK
Sentence topic coherence: 0.0511515410214 0.0831039109588 62% => OK
Sentence topic coherence SD: 0.0402099795792 0.0758088955206 53% => OK
Paragraph topic coherence: 0.10713845058 0.150359130593 71% => OK
Paragraph topic coherence SD: 0.0400581958787 0.0667264976115 60% => OK
Essay readability:
automated_readability_index: 12.8 14.1392134831 91% => Automated_readability_index is low.
flesch_reading_ease: 58.62 48.8420337079 120% => OK
smog_index: 8.8 7.92365168539 111% => OK
flesch_kincaid_grade: 10.3 12.1743820225 85% => OK
coleman_liau_index: 11.49 12.1639044944 94% => OK
dale_chall_readability_score: 7.88 8.38706741573 94% => OK
difficult_words: 88.0 100.480337079 88% => OK
linsear_write_formula: 11.0 11.8971910112 92% => OK
gunning_fog: 10.4 11.2143820225 93% => OK
text_standard: 11.0 11.7820224719 93% => OK
What are above readability scores?
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Better to have 5/6 paragraphs with 3/4 arguments. And try always support/against one side but compare two sides, like this:
para 1: introduction
para 2: reason 1. address both of the views presented for reason 1
para 3: reason 2. address both of the views presented for reason 2
para 4: reason 3. address both of the views presented for reason 3
para 5: reason 4. address both of the views presented for reason 4 (optional)
para 6: conclusion.
Rates: 66.67 out of 100
Scores by essay e-grader: 4.0 Out of 6
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Note: the e-grader does NOT examine the meaning of words and ideas. VIP users will receive further evaluations by advanced module of e-grader and human graders.